ComprehensionStrategies

ComprehensionStrategies

start

By Gina Zarate

So Yeong, is a 9 year old little girl from Korea. She came to the United States 2 years ago with her family. She is a bright, caring, and capable child who excels in math, but stuggles some with reading. So Yeong's parents do not speak English well, but encourage her to speak soley English. She can understand English but stuggles to articulate her thoughts into words. With the encouragement of her teachers and parents she will do well.

so yEONG

mEET sO Yeong

This is the strategy So Yeong will use to help her "think" about what she is reading.

Metacognitive Comprehension Strategy

Question Bookmarks are an activity that will help So Yeong with her reading comprenshion so that she can refer back to remember what she has read.

Question bOOKMARK

Bookmark can be edited to English and Korean.

Here IS AN EXAMPLE OF A QUESTION BOOKMARK

Ms. Jenkins had So Yeong create mind maps to support her understanding and application of key vocabulary words (pg. 263)

Ms. Jenkins placed her in skills based groups where questions were structured to encourage small groups. (pg. 263)

So Yeong was not able to recall all the details of what she had read but she could rememberkey facts and some additional information. (pg. 262)

POOR

GOOD

VERY GOOD

Excellent

"qESTION BOOKMARKS" WOULD BE GREAT METACOGNITIVE STRATEGY FOR sO yEONG BECAUSE...

The Blog Fun in First offers another look at an excellent example for comprension bookmarks using pre written questions. This can be laminated for So Yeong to use prior to switching over to asking questions on her own.

The use of this strategy will help So Yeong build her mental understanding of what she is reading.

Cognitive Comprehension Strategy

Story retelling is an activity that will help So Yeong be able to better articulate what she is reading.

• Lorem ipsum dolor sit amet consecteteur
• Lorem ipsum dolor sit amet consecteteur
• Lorem ipsum dolor sit amet consecteteur
• Lorem ipsum dolor sit amet consecteteur

Story Retelling

To help So Yeong better Story Retelling worksheet can be done in English and Korean.

sTORY rETELLING eXAMPLE

• To support So Yeong's vocabulary to articulate her words into English
• So Yeong is very good at memorizing isolated facts and reciting them. However, when asked to synthesize information from texts she has read using her own words, she struggles. (pg. 263)
• Ms. Jenkins was able to ask her questions about what she was reading so she could articulate what she read.

Why Story retelling?

How to Retell a Story

The skills learned in this strategy will help So Yeong interact with her classmates when it comes to understanding what she is reading.

Social/Affective Comprehension Strategies

Critical Questions is a great activity for So Yeong, because it can help her build upon her vacabulary.

Critical Questions

Critical Questions Example

• Ms. Jenkins is already working with So Yeong on builiding her vocabulary in both English and Korean this will help with that process.
• Ms. Jenkins placed her in multiple types of groups; this provided her with opportunities to discuss the vocabulary words with peers in English (pg. 263)
• Ms. Jenkins asks So Yeong cognative questions to summarize key concepts.

Why Critical Questions?

So Yeong excels in math, below is an example of using critical questions in math.

Example of how Critical questions can be used in math

ELPS (c) Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. For the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.